Beyond the hype: exploring faculty perceptions and acceptability of AI in teaching practices

Abstract

Limited studies exist on faculty members or lecturers’ perception and behavioural acceptance of artificial intelligence (AI) (e.g. ChatGPT) for their students' benefit. Teachers are the decision-makers for students' teaching and classroom activities. In this regard, the study examined lecturers’ use of AI-powered tools and the factors that influence the acceptance of AI in teaching and learning in universities. An online survey was conducted using a cross-sectional design, and the results were analysed using SPSS and SmartPLS. The study findings revealed that more than two-thirds (84%) of lecturers are willing to accept AI for their students, while 16% stated non-acceptance of AI for students. Factors such as years of teaching experience, institutional support for AI use, and attitude towards AI proved to be significant predictors of AI acceptance in education. Key factors influencing lecturers' acceptance of AI for their students include perceived pedagogical affordances, organisational policies and incentives, perceived complexity and usability and socio-cultural context. By addressing teacher concerns through supportive policies, user-friendly interfaces, and alignment with pedagogical goals, higher education institutions can create a more fertile ground for AI adoption.